Careers Education & Guidance Work-related Learning Enterprise: the same ….. or different?

1. Careers Education & Guidance Work-related LearningEnterprise:the same ….. or different? Staffordshire Partnership Sylvia Thomson: 28 June 2005

2. Objectives CEG, WRL and Enterprise Education: some joined up thinking? • The statutory requirements for CEG & WRL • Where does they overlap at KS4? • Where does Enterprise Education fit? • Some current practice • Support materials

3. Statutory requirement for CEG Do all schools have to provide: • careers education for students in years 7-11? • 13-19 year olds with access to up-to-date information about opportunities in learning and work? • Connexions PAs with access to, and information about, their 13-19 year old students in order to provide careers guidance?

4. National Framework for CEG • Is careers education in the National Curriculum? • Careers Education & Guidance: A National Framework 11-19 • Learning outcomes for KS3, KS4 and post-16 • Schools, colleges and work-based learning providers • Securing coherent guidance provision • Improving quality – local quality awards • Curriculum organisation and links

5. Learning outcomes for CEG • Self development; career exploration, career management • SD 2 activity: writing a reflective account of their work experience • CE 10: use work-related learning and direct experience of work to improve their chances • CM 17: understand what employers look for in relation to behaviour at work ……..

6. QCA framework for WRL • Non-statutory • 9 elements of provision • Suggested minimum provision • Desirable broad learning outcomes • Examples of learning activities

7. WRL framework elements Elements of provision for all students 1. Recognise, develop and apply their skills for enterprise and employability 2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work 3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the work place 4. Develop awareness of the extent and diversity of local and national employment opportunities

8. Element 2 Use their experience of work, including work experience and part-time jobs, to extend their understanding of work. Suggested minimum: Students have the equivalent of at least half a day for debriefing and follow-up of work experience and/or part-time work. Through this provision students can: • Give an account of their work placement or part-time job identifying what they have learned about work. • Apply some of the learning gained from work experience to their KS4 courses and their career planning. • Analyse what motivates people to work. • Demonstrate an understanding of the main changes in the world of work.

9. Element 5 Relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives Suggested minimum: Students undertake activities to develop their skills for career management, including a guidance interview focusing on career progression

10. Element 6 Undertake tasks and activities set in work contexts Suggested minimum: Students use work as a context for learning within the curriculum on at least two occasions, and record evidence of their learning Through this provision students can: • explain the relevance of a curriculum subject to the world of work • demonstrate an understanding of work-related language and vocabulary • analyse how examples of learning within the curriculum can be applied to work contexts

11. WRL framework elements 7. Learn from contact with personnel from different employment sectors 8. Have experience (direct or indirect) of working practices and environments 9. Engage with ideas, challenges and applications from the business world

12. Which elements of WRL will KS4 students cover in their CEG programme?

13. CEG Framework: self-developmentGo to: cegnet.co.uk/managing CEG

14. Mix and match CEG & WRL

15. CEG & WRL: the map?

16. Enterprise Education What is it? • Enterprise capability: handle uncertainty, change, new ideas, risks, rewards; act on them in personal and working life • Financial capability: manage own finances; become informed consumers of financial services • Business and economic understanding: business context; informed choices between alternative used of scarce resources

17. Enterprise Education How is it done? • By providing and enterprising learning environment in which students are encouraged to take the initiative; and an enterprise process which akin to project work Where does it fit in the curriculum? • Work-related learning is statutory in KS4. Schools must have regard to the QCA guidance. The guidance says that enterprise is part of work-related learning [Teachernet.gov.uk: Enterprise education guidance]

18. Mix and match WRL & Enterprise

19. Managing CEG/WRL/EE at KS4 • whole school approach: senior manager • named co-ordinator • clear learning outcomes • build on existing provision • planned coherent programme • students’ participation • in-service training for staff • included in school development plan • local partners involved • collaboration with other schools/colleges

20. Funding CEG/WRL/Enterprise School budget: • funding to deliver the statutory curriculum • standards funding for development and training New standards funding for Enterprise Education: • From September 2005 External funding: • LSC/EBLO/Connexions 14-19 development funding

21. Recognising students’ learning Formative assessment: • Reflection and review • Student self-assessment • Progress File Summative assessment: • Part of GCSEs, NVQs etc • National qualifications & awards (Section 96) • Local awards

22. Inspection from 2005 Every Child Matters: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well-being • Young people are helped to prepare for working life

23. Inspection from 2005? School self-evaluation: How good is the overall personal development and well-being of the learners? How well do learners prepare for their future economic well-being? Including: • how well learners develop skills and personal qualities that will enable them to achieve future economic well-being? • learners’ understanding of career options, and the acquisition of workplace skills.

24. Careers central • Personal development for learning and work • Teachers’ duties 14-19 • Informing Choices: QCA /05/1542 • Specialist Schools’ Trust: teachandlearn.net • CESP materials • Briefing for teachers in ITT • CEG in a Nutshell • Into 14-19 Learning • Understanding the Labour Market

25. Support for schools • QCA: qca.org.uk/14-19 • CESP: materials on cegnet.co.uk • NACGT: journals, lobbying, events • LEA advisers • Connexions Partnerships - CEG advisers • EBLO/EBP • Business partners

26. References Publications: • Work-related learning for all at key stage 4 - guidance for implementing the statutory requirement from 2004: QCA/2003/1168 • Careers Education and Guidance-a national framework 11-19: DfES 0163/2003 • Understanding the Labour Market - a basic guide for teachers in secondary schools in England:cegnet.co.uk information • Work-related Learning and the Law: DfES/0475/2004 Websites: • qca.org.uk/14-19/11-16 • cegnet.co.uk • vocationallearning.org.uk • teachernet.gov.uk June 2005